International Journal of Pedagogics
216
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
216-219
10.37547/ijp/Volume05Issue02-58
The importance of CLIL method in improving
professional English teaching technologies in non-
philological educational directions
Shomuradova Dilbar Abdishukurovna
Uzbekistan State Institute of Arts and Culture Department, Uzbek and world filology, Senior teacher, Uzbekistan
Received:
24 December 2024;
Accepted:
26 January 2025;
Published:
28 February 2025
Abstract:
The article discusses the CLIL (Content and language integrated learning) method, one of the modern
approaches to professionally oriented foreign language teachning. Based on this method, exercises and tasks
aimed at professionally mastering a foreign language are developed. This process, of course, is carried out on the
basis of integration of foreign languages with specialized subjects.
It is also shown by examples that this method can be effectively used in the field of art.
Keywords:
Methods, skills, abilities, integration of science and education, culture, education, specialty,
educational goals.
Introduction:
In non-philological areas of education,
innovative approaches to teaching a foreign language
with a focus on the profession, the use of new
pedagogical technologies, and new teaching methods
can help to effectively organize the educational
process.
Practice shows that due to the lower level of language
preparation of students in non-philological education,
as well as the presence of students with mixed abilities
and different levels of knowledge in the same academic
group, students in such a group face more difficulties in
acquiring the language. In this case, the foreign
language teacher is faced with the tasks of choosing
methods suitable for the audience, overcoming
communication difficulties that arise during classes,
and explaining to students the importance of a foreign
language in their future careers. In this case, it would
be appropriate to use one of the relatively new
methods, CLIL (Content and Language Integrated
Learning), to solve the tasks set. In this regard, Zarina
O.A., Inyutochkina A.D. express the following opinion:
“These goals can be achieved using the innovative CLIL
(Content
and
Language
Integrated
Learning)
technology. This technology allows students to form
and develop general educational knowledge and skills,
as well as develop communicative competence in a
foreign
language
in
the
same
educational
environment.” [1]
MAIN PART. The term CLIL was proposed by David
Marsh in 1994, and initially this term denoted the
process of teaching subjects or some of their parts in a
foreign language. In 1996, CLIL began to be introduced
in Finland and the Netherlands, and in 2005, the
European Commission recommended the use of the
CLIL model in foreign language teaching in the
European Union. CLIL technology is also successfully
used in Europe, some countries in Africa and Asia.
This technology has been studied in the works of E.
Gavrilova (2016, 2019), K. V. Trostina (2016), D.
Lazagabaster (2015), A. E. Zubkova (2020), A. I.
Milovidova (2018, 2019, 2020), R. G. Gusev (2020,
2021), O. O. Zakharova (2021), and others.
RESULTS AND DISCUSSIONS. CLIL (Content and
language integrated learning) is one of the modern
approaches to teaching a foreign language with a
professional orientation, the purpose of this method is
to form professional communicative competence in a
foreign language of students of non-philological
education. Based on this method, exercises and tasks
aimed at professionally mastering a foreign language
are developed. This process, of course, is carried out on
International Journal of Pedagogics
217
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
the basis of integration of foreign languages with
specialized subjects.
The main principles of the CLIL methodology were
developed by D. Coyle and are expressed by the
abbreviation "4C". This abbreviation is formed from the
initial letters of the words Content, Communication,
Cognition and Culture. A brief description of the
principles of the CLIL methodology can be given as
follows:
content:
developing
knowledge,
skills,
and
competencies within a subject area;
communication: using a foreign language in the
teaching of a subject area;
cognition: developing a general understanding of the
world, critical thinking, and problem-solving skills;
culture: understanding oneself as part of a culture and
understanding alternative cultures.[2]
This approach turns English into a tool for mastering
the subject, rather than an object of study.
DISCUSSION. “In CLIL lessons, the teacher should
encourage, motivate, and monitor students’ work,
assess their progress, and help them overcome
obstacles. The teacher should walk around the
classroom, monitor the progress of the tasks, and most
importantly, provide as much support as possible. One
of the techniques used in CLIL is called “scaffolding.”
Scaffolding is the process of providing helpful advice
and demonstrating effective strategies that facilitate
learning.” [3]
Scaffolding techniques:
• asking students questions to activate their knowledge
of the material covered, creating a topic-specific
environment through brainstorming;
• using contexts that encourage students to use the
topic being covered in real-life situations outside the
classroom;
• teaching the planned material in small parts;
• showing examples of solutions to tasks and
assignments to ensure correct work;
• r
eviewing key words on the topic with students in
advance, offering students to compile their own
dictionaries (in the form of a notebook) before the start
of CLIL lessons;
• using graphs, diagrams, pictures and gestures to
provide visualization, which is important in learning a
foreign language;
Despite the fact that a number of studies have been
conducted on the implementation of the CLIL method
in the educational process, there has not yet been
enough research on the use of CLIL technology in
teaching English to students of the arts. The objective
goal of using the CLIL method in this direction is to
develop students' communication skills in English
within their fields, as well as to familiarize them with
the musical culture of English-speaking countries.
Below is an example of using the CLIL method to
integrate English and music with students in the "Folk
Art: Song and Dance" educational direction:
Topic:
Musical instruments
4Cs reflection:
-
content: Uzbek and English musical instruments;
-
cognition: distinguish instruments, name the
instruments according to their sounds, comparing
Uzbek and English musical instruments;
-
communication: Present simple, WH questions,
imperative mood;
-
culture: to point out the differences and similarities
of Uzbek and English musical instruments;
Preparation:
preparing the worksheets and handouts;
International Journal of Pedagogics
218
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Attributes:
cards with the musical instruments, memory games
(word chains), short dialogues, crosswords, an English
song with gaps to fill in;
Procedure:
Warm up activities: play your students a recording of an
orchestra and ask them: “Can you guess the topic of the
lesson?”, “Can you name any musical instrument?” And
start a short talk about musical instruments. Ask
questions and point at some instruments: “Do you know
the name of this instrument? Can you play it? Can you
show us how to play it?”
Make a competition: let the learners write down as many
Uzbek and English musical instruments as possible;
Assessment: tell the learners to group the instruments in
the appropriate categories: percussion, woodwind,
string, brass and keyboard;
Example for assessment: The Orchestra Rhyme [4]
(Fill in the gaps with the names of musical instruments)
String section:
Underneath your chin is how you play the ________________
You can’t drink a cola, while you play the viola.
Here’s some friendly ‘hellos’, played by all the _____________
It takes a lot of places to play the double bass.
Woodwind section:
And a sweet salute, played upon the___________________
Let’s listen to a solo, played upon the oboe.
We certainly can’t forget the happy ____________________
Here’s a comic tune, play
ed by the bassoon.
Brass section:
You can’t eat a crumpet, while you play the ___________________
Watch out for your funny bones here come all the trombones.
You can’t eat popcorn, while you play ____________________
You can zippadee doodah on the great big tuba.
Percussion section:
All those strings, not flat nor sharp, that’s the way to tune the harp.
Be careful; don’t break your bone, when you play the _________________
International Journal of Pedagogics
219
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
If you want some company, start to play the _____________________
You can have a discussion when you know the percussion.
CONCLUSION
In conclusion, the first task in planning CLIL lessons
should be to identify learning objectives. The teacher
should clearly understand the content and essence of
the knowledge and skills that students will be taught.
Lessons should be interconnected, logically sequenced
and staged.
Learning outcomes are characterized by the extent to
which students have acquired the necessary skills,
experiences, and knowledge (the ability to measure,
show, differentiate, complete, demonstrate, perform,
find, explain, describe, etc.; learn the necessary
vocabulary; be aware of basic laws and rules, the
importance and sequence of the problem).
REFERENCES
Жарина О. А., Инюточкина А. Д. Формирование
коммуникативной
компетенции
посредством
методики предметно
-
языкового интегрированного
обучения // Научная идея. 2017. № 2 (2). С. 77–
85.
Marsh D. (2012) Content and Language Integrated
Learning: The European Dimension: Actions, Trends
and Foresight Potential. Jyvaskyla, University of
Jyvaskyla, 20-24.
Tejkalová, L. (2010). Postavte žákům lešení! aneb jak na
scaffolding v hodinách CLIL a nejen tam. Praha: RVP
Metodický portál. Retrieved 12 August, 2016, from:
https://clanky.rvp.cz/clanek/c/Z/9797/postavte-
zakum-leseni-aneb-jak-na-scaffolding-vhodinach-clil-a-
nejen-tam.html/ .
Adapted from Gemini’s Song: The Orchestra is Here to
Play
(see
the
resources)
http://www.songsforteaching.com/gemini/theorchest
raisheretoplay.php
